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Geography


Physical GeographyThe elementary program in geography begins with a study of the basic land and water forms, presentations of globes and maps, and a basic overview of the seven continents from both the physical and cultural perspectives.   Lessons are also given on the formation of the universe, stars, the solar system and our earth.   These are supported with experiments illustrating such natural processes as volcanism, stratification, erosion, gravity, velocity, inertia, etc.   As mentioned in the overview of the history curriculum, the study of Earth's development, its physical processes and its history are so closely related that these areas of the curriculum support one another and are taught simultaneously.


In our endeavor to educate children to be responsible world citizens, we continue to provide opportunities to study the seven continents in detail, to explore their landforms, bodies of water, regions and ecosystems and to learn about the cultures which inhabit them.  Study of continents These studies continue throughout the 6 to 12 program.   Children also study the effects of solar energy on Earth and its atmosphere, the consequences of rotation and revolution, Earth's atmosphere and the phenomena of climate and weather, and the hydrosphere and its influence on Earth's atmosphere, landforms and bodies of water.   These studies are supplemented by experiments and are related to history and biology studies, as the effects of these phenomena on Earth's ecosystems and life forms are presented and researched.   Building upon this strong foundation in physical and cultural geography, older students explore economic geography.   They are able to understand how climate, weather patterns and other natural forces affect ecological regions, govern lifestyle there and influence what is produced and what must be imported to sustain life.   Students also focus on current events during this time.   Their broader understanding of the geography of the world allows them to put these events into perspective.


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